Service Scenario #1:

Confirmation Service Hours

Joey is a high school freshman preparing to receive the sacrament of Confirmation at his parish, St Clement’s. The DRE (and Confirmation Coordinator) stipulated that all confirmandi were required to complete 25 hours of service and that this would have to be verified by having an adult supervisor complete a form.

Without any other guidelines, Joey was not really sure what he wanted to do for the service requirement; so, he asked one of his youth ministers who told him about a need for someone to organize the games and sports in the parish Vacation Bible School program. Having played many sports, even with his younger siblings, Joey thought this was perfect.

During the VBS program, Joey had a really good time with the participants. He realized that many children did not just want to play games with him; they really enjoyed his company. They thought it was cool to have an older guy who listened to what was going on in their lives and who encouraged them. When VBS was over, Joey completed the form by describing the service he performed. Since the service was in his parish, he went to the DRE’s office to get a signature for credit that he completed his service hours. He was even hoping his DRE would ask him about his experience. He was surprised by how much enjoyed himself and he wanted to seek out other opportunities work with younger children. Unfortunately, the DRE simply thanked him for helping with the VBS program, signed the bottom of his form and asked him to remind his mother to turn in the religious ed registration forms for his younger siblings. Joey left feeling discouraged, not really sure what to do.

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this Confirmation service requirement integrate relational experience?

 What is “missing” from this service opportunity that could take it to the next level? What can be done to intentionally make it more relational?

Reflection and Social Analysis:

 How does this service requirement integrate social analysis if at all?  How can social analysis / reflection be better integrated? Theological Reflection:

 How does the service requirement integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service requirement, how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples? Service Scenario #2:

Family Service Day

The Gonzalez family just moved into the area and joined St Anita’s Parish. In the Parish bulletin, they saw advertised a Family Service Day to be held at the Parish Thrift Shop. The Gonzalez family decided that this would be a great way to meet new people and to be good examples for their children; so they signed up to help. Soon after they arrived, all the participating families were gathered for an opening prayer. After the prayer, their family was immediately separated and sent to various parts of the shop to sort, fold, and clean. When it came time for lunch, the families were thanked for their time and instructed that they could leave as the shop would soon be closing. (It seemed that the budget was “barebones” and lunch could not be provided.)

On the car ride home, the parents asked their children how the experience was and if they met anyone new. The kids responded that no one really talked to them unless they were being told what to do. Mr. Gonzalez mentioned that they did not learn anything about the Thrift Shop, who it serves, how it operates, how it influences the community. Mrs. Gonzalez said that she was disappointed that no one introduced themselves to her; she was really hoping to meet some new people.

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this Family Service Day integrate relational experience?

 What is “missing” from this service opportunity that could take it to the next level? What can be done to intentionally make it more relational?

Reflection and Social Analysis:

 How does this Family Service Day integrate social analysis if at all?

 How can social analysis / reflection be better integrated? Theological Reflection:

 How does the Family Service Day integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service opportunity (family service experiences), how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples?

Service Scenario #3:

Middle School Nursing Home Visit

Shawna is a 7th grader at St. Joseph’s parish. Each summer, the parish offers a middle school camp that integrates service opportunities at local agencies throughout the week. Shawna willingly participates because so many of her friends also attend. This past summer, Shawna attended the camp and was placed in a group that visited a nursing home for senior citizens. They met with the nursing home activities coordinator who directed them to a large “day room” where the youth played bingo and cards with some of the seniors. They had a great time and demonstrated real compassion and cooperation with the residents. When the games were finished, the activities director invited the youth to visit some residents in their rooms. When they returned to the parish later in the day, the youth minister held a “debrief” sharing about the camp participants’ service experiences. Each group shared what they did at its agency. Shawna’s group spoke of how much fun they had playing bingo and cards at the nursing home, but they recommend future groups not go room-to-room because some were uncomfortable by “funny smells” and the fact that some of the residents seemed angry. The youth minister did not explore this any further with the participants. Later, she decided to ask the nursing home activities director to limit or forego future group visits to the “day room.”

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this service experience at the nursing home and within the middle school camp integrate relational experience?

 What is “missing” from this service opportunity that could take it to the next level? What can be done to intentionally make it more relational?

Reflection and Social Analysis:

 How does this service opportunity integrate social analysis if at all?

 How can social analysis / reflection be better integrated?

Theological Reflection:

 How does this service opportunity integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service opportunity (middle school camp, nursing home visit), how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples? Service Scenario #4:

One-Day Service Visit to a “Soup-Kitchen”

Marcos is a 9th grader at St. John Vianney Parish. Much to his chagrin, Marcos is enrolled in the high school religious education program as his parents believe it is necessary to continue his faith formation. His parents also hope it will lead to more involvement in the parish youth ministry. Recently, Marcos’ parents learned that the parish youth minister arranges ongoing service days at a neighborhood meal distribution center, which many youth simply know as the “soup kitchen.” On these days, the youth meet at the church and are taken to the center where they are dropped off with a couple chaperones who wait at the center until their service is done. Marcos’ parents signed him up and he reluctantly attended. He arrived to see five other young people also serving on this day. The group was greeted by the youth minister who then introduced them to the two chaperones who would accompany them for the day. When they arrived at the soup kitchen, the soup kitchen’s staff, as they usually do, gave the group the option of where to work. Each young person decided to work in the kitchen area, simply helping with food preparation and dish washing. At the end of service, the group left with the chaperones, went out for pizza and then back to the church where they were picked up by their parents. When asked by his parents about the experience, Marcos shrugged his shoulders and said it was “OK!”

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this service experience at a soup kitchen integrate relational experience?

 What is “missing” from this service opportunity that could take it to the next level? What can be done to intentionally make it more relational?

Reflection and Social Analysis:

 How does this service opportunity integrate social analysis if at all?

 How can social analysis / reflection be better integrated?

Theological Reflection:

 How does this service opportunity integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service opportunity (volunteering at a soup kitchen or for a meals distribution), how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples? Service Scenario #5:

Work Camp

Jeanine heard the announcement about St. Margaret’s work camp where “youth can help build houses for some people who need them,” so she told her parents. Jeanine was not sure why the houses needed to be built, but she did not have a summer job and thought going would be fun. Her parents were reluctant at first, particularly because the registration form provided little information about the community where they would be staying and the work they would be doing. An orientation meeting eased their concerns about adequate chaperone coverage; still, not much information beyond what to bring and the fact that it would be in Appalachia was provided. Though they were still hesitant, Jeanine’s parents finally signed on to the idea given Jeanine’s eagerness to go.

Other than attend the orientation meeting, Jeanine simply had to complete the paper work and show up on the day of departure. When the participants arrived in Appalachia, many were surprised at the simplicity of their surroundings. They knew they would be sleeping on the gym floor, but there was no air conditioning, too many mosquitoes and only cold showers. Though it was uncomfortable, Jeanine thought the great food made up for the poor accommodations. As the week progressed, Jeanine had a good time working with her peers and participating in the evening activities of games and praise and worship. At week’s end, Jeanine and her friends had created some great memories and had many funny stories to share.

When her parents asked her about her experience after she returned home, Jeanine told them about the fun activities. Much to her parents’ surprise, Jeanine did not have much to say about Appalachia except that she did not understand why “some of the local people could not work on their own house instead of watching their big TV throughout the day.”

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this work camp experience integrate relational experience?

 What is “missing” from the work camp that could take it to the next level? What can be done to intentionally make it more relational? Reflection and Social Analysis:

 How does this work camp integrate social analysis if at all?

 How can social analysis / reflection be better integrated? Theological Reflection:

 How does this work camp integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service opportunity (work camps, immersion trips), how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples? Service Scenario #6:

Catholic School Service Learning Requirement

Chris is a sophomore at John Paul II Catholic High School. By the time he graduates, Chris needs to complete 65 volunteer hours of service in order to graduate. For him, the only saving grace in having to do “so many ridiculous hours” is that it is less than what his friends in the public high school have to do. Chris claims he likes to help people, but he does not believe the hours should be forced.

After doing nothing in his Freshman year, Chris was warned by his guidance counselor that he needed to start thinking about completing some hours. So, he signed up to volunteer at a soup kitchen and for the school Open House. He also decided to babysit his younger brother without accepting any pay, but afterwards, much to his frustration, he found out that school officials would not count those hours (even though he is sure that if they met his brother, they would let it count). He finally settled into doing some planting in a neighborhood park which allowed him to knock off a bunch of hours rather quickly.

At the end of his sophomore year, he was called into the guidance office and, much to his surprise, Chris was asked about his “missing” service hours. After explaining what he did, the guidance counselor reminded him of the forms he needed to complete. Begrudgingly, Chris answered the questions, got the needed signatures, turned it in on the last day of school and swore he would never volunteer again.

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this school service learning requirement integrate relational experience?

 What is “missing” from this service requirement that could take it to the next level? What can be done to intentionally make it more relational?

Reflection and Social Analysis:

 How does this school service learning requirement integrate social analysis if at all?

 How can social analysis / reflection be better integrated?

Theological Reflection:

 How does this school service learning requirement integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service opportunity (Catholic school service learning program), how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples?

Service Scenario #7:

Catholic School School-wide Service Project

Rochelle was so excited. In one week, all classes are cancelled, the dress code is relaxed for a day and the entire school gets to participate in one of many service projects being offered. Even though many students are complaining, and even some parents are protesting the idea, Rochelle believes that as a a Catholic School, they should be helping others.

So, it was with an open mind that Rochelle went to the school wide assembly led by her campus minister. After a prayer, several students performed a skit about what “to do and not do” on the service day. Rochelle thought it was funny, but it did not offer any real substance. The campus minister then explained the rationale for the service day as being an opportunity for their entire community to see, experience and demonstrate God’s love in the world. The type of service projects and service agencies were then described through a power-point presentation. After the assembly, homeroom teachers gave students their service assignments. Rochelle was not sure how school officials assigned students to the service projects, especially since she was assigned to a nursing home, something she had already done. Indeed, she was a little jealous that others were going to soup kitchens, shelters, immigrant centers, and day care centers.

When the service day arrived, in the spirit of cooperation, Rochelle spent some quality time in conversation with numerous residents, learning about some difficult realities that many elderly face. When they returned to school, the homeroom teachers lead a group reflection on their experiences. Rochelle was able to share what she learned with her homeroom and heard the highs and lows of the experiences of her classmayes. As a follow-up to the lively reflection they had, Rochelle’s homeroom decided to make a tile collage highlighting some of the issues impacting the people they served.

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this school-wide service project integrate relational experience?

 What is “missing” from this service requirement that could take it to the next level? What can be done to intentionally make it more relational? Reflection and Social Analysis:

 How does this school-wide service project integrate social analysis if at all?

 How can social analysis / reflection be better integrated? Theological Reflection:

 How does this school-wide service project integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service opportunity (Catholic school school-wide service project), how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples?

Service Scenario #8:

Service Project supporting a Sister Parish Relationship

For five years now, Andy’s parish of St. Mary’s has had a sister parish relationship with a community in Guatemala. The youth ministry program in which Andy is involved has helped to support the relationship with an annual car wash and a monthly fair trade chocolate sale. Even though he has participated in these efforts, Andy does not really understand where the money goes and how it helps people. Moreover, he is somewhat perplexed about what is so special about fair trade chocolate, when regular chocolate is so much cheaper and would garner more profit.

That all changed recently when a delegation from the Guatemalan community visited St. Mary’s at the expense of the parish. Andy’s youth minister held a youth group night with the delegation. Never before had Andy heard such personal stories of poverty or the effects of war and conflict. He was even more amazed at the spirit of genuine hospitality, enduring optimism, and hope that characterized Carla, Rodolfo, Maria, Guillermo and Ian – names he vowed never to forget. The delegation also talked about its community fair trade coffee project and the benefits it brings to their community. For the first time, Andy began to understand the importance of selling fair trade chocolate and how it could be an educational tool for others.

Andy asked his youth minister if the youth group could get more involved in the sister parish relationship. Andy and his friends organized a presentation for the parish religious education that led to letters being written for other young people in the Guatemalan community. He also encouraged his youth minister to sell coffee so that a better link could be made to the life of the sister community. Andy feels like more can be done; for instance, he has noticed there are no youth on the Sister Parish Leadership Team. The letter writing is at least a start for now.

Instructions: Choose a recorder in your small group to highlight key discussion insights after each section of the pastoral circle is presented.

Experience:

 How does this sister parish relationship integrate relational experience?

 What is “missing” from this service requirement that could take it to the next level? What can be done to intentionally make it more relational?

Reflection and Social Analysis:  How does this sister parish relationship integrate social analysis if at all?

 How can social analysis / reflection be better integrated? Theological Reflection:

 How does this sister parish relationship integrate theological reflection if at all?

 How can theological reflection be better integrated?

Response:

 In the context of this type of service opportunity (twinned or sister-parish relationships), how can we foster a response in young people that is meaningful and addresses the root cause of problems in our society?

 What makes our responses uniquely Catholic?

Dream Big:

 What ideas do you have, what opportunities exist in your parish/school … to foster ongoing commitment to mission and discipleship in the young people you serve?

 How would our parishes/schools be transformed if they were filled with teen servant disciples?